The effects of extensive reading on child learners’ English book reading ability: Reading motivation as predictor variables

The current study aimed to investigate the impact of extensive reading (ER) on reading comprehension in child second language learners. Specifically, the study examined changes in learners’ comprehension of English reading materials after participating in a 40-week ER program. Additionally, the study explored whether the learners’ reading motivation in their first language (L1) and second language (L2) contributed to these changes in comprehension. A total of 61 child English L2 learners took part in the 40- week research project. During this period, participants visited the English library daily (for 200 days) and read graded English fiction/non-fiction books of their choice. Their comprehension of the reading materials was assessed through daily comprehension tests, while their L1/L2 reading motivation was measured using a questionnaire. Latent growth modeling was utilized to assess learners’ development of English book reading ability across three distinct time intervals: Week 1, Week 20, and Week 40. Additionally, the study explored whether learners’ L1/L2 reading motivation could predict these changes. The results found a significant development of learners’ English book reading ability throughout the 40-week period. Furthermore, it was observed that learners’ L1 motivation significantly predicted their progress in reading ability, indicating that child learners with higher L1 reading motivation develop their English book reading ability more efficiently than those with lower counterparts. However, L2 reading motivation did not emerge as a significant predictor affecting the child learners’ reading ability. The findings are discussed in light of previous research and offer evidence-based pedagogical implications relevant to the elementary level.